MENTAL HEALTH & WELL-BEING STRATEGY
2017-20
Brant Haldimand Norfolk Catholic District School Board
Mental Health & Well-being Strategy 2017-20 June, 2017
The Board Mental Health & Well-Being Strategy for child and youth mental health is part of a larger Board vision to create safe, healthy, engaging and inclusive schools, and aims to support the overall Board Improvement Plan for Student Achievement. The strategy aligns with the Brant Haldimand Norfolk Catholic District School Board’s mission,
“As a Catholic learning community, we provide faith formation and academic excellence, which
enables our graduates to live a life of love and service in Christ”.
“Peace I leave with you; my peace I give to you. Not as the world gives do I give to you.
Let not your hearts be troubled, neither let them be afraid.” John 12:27
Mission The Mental Health & Well-Being Strategy is designed to:
raise awareness
reduce stigma
build capacity
provide a coordinated and evidence based/informed approach to mental health
engage partners in supporting student mental health and well-being within the Brant Haldimand Norfolk Catholic District School Board.
Over the next three years, we will strive to ensure all schools are mentally-healthy environments promoting security, a sense of belonging, and optimal climates for learning.
Vision The Brant Haldimand Norfolk Catholic District School Board is a Board where child and youth mental health is recognized as a key determinant of well-being and student achievement, where children and youth grow to reach their full potential. The Ontario Catholic School Graduate Expectations are directly linked with many factors that promote and assist with mental health and well-being for all. With these, and other expectations in mind, every school in the Brant Haldimand Norfolk Catholic District School Board will be:
a mentally-healthy school
able to identify and support students with mental health challenges with care and compassion
promoting well-being and achievement for students, staff, and our community
Mission & Vision
We respect the dignity of the human person, created in the image and likeness of God.
We exercise a preferential option for the poor (financial, intellectual, social and spiritual).
We continually strive to deepen our relationship with God and one another. We value people thriving in safe, supportive and nurturing environments, and believe that each of us shares in the responsibility to continuously improve that environment for all staff and students. We recognize the powerful link between child and youth mental health and student achievement. This relationship is the foundation for effective, well-rounded contributors of our community. We recognize the need and value in collaborating with community partners in order to support student well-being.
Informed by the voices of students, staff and parents… and after a concerted effort in building educator capacity, establishing pathways to care and laying the foundational framework to creating mentally healthy classrooms, the focus of the next 3-year Mental Health & Addictions Strategy will be to:
1. Engage staff and students in promoting mental health and well-being
2. Equip staff and students with strategies to promote resiliency
3. Connect staff, students and families with resources and supports, both internally and externally
4. Continue to build educator capacity with a tiered approach to mental
health literacy
5. Support the mental health and well-being of all staff and students, by witnessing and demonstrating our faith
The goals of the Board Mental Health and Well-Being Strategy are directly linked to the Board Improvement Plan for Student Achievement and the Board’s Strategic Plan.
Values & Commitments
The following tools were utilized to evaluate progress to date and determine next steps
Every Voice Counts-the online public consultation initiative where over 2000 parents, students, staff and community members participated, Winter 2015
Knowing Your School Culture: Mental Health and Well-Being Survey-completed by 579 school personnel, Spring 2017
Understanding Student Mental Health and Well-Being: Administrator Scan, Spring 2017
Board Mental Health & Addictions Scan, Spring 2017
Resource Mapping, Spring 2017
Areas of Strength There is a strong recognition and commitment to the mental health and
well-being of students and staff by board and school leaders, and all staff
Compassion and care for our most vulnerable is evident through our dedication to life promotion and commitment to suicide intervention training with 565 staff trained in SafeTALK and 80 trained in ASIST to date
Evidence informed/based practices are a part of many school cultures including: Roots of Empathy, Tools for Life, Dynamic Classroom Management, Restorative Practices, Zones of Regulation and Collaborative Problem Solving
Mental Health Champions, Compassionate Care Response Teams and Well-being teams are present in each school
Board Aboriginal Youth Mentor available to all schools
Emphasis on Catholic Social Teachings provides the foundation for acceptance, nurturing and support of all staff and students
Areas of Need 71% of administrators indicated they were either very or extremely
concerned about the mental health needs of the students in their schools
Top mental health concerns in our schools as identified by administrators:
1. Anxiety
2. Oppositional Behaviour
3. Social Relationship challenges
4. Aggression
Student Support Services supports on average over 500 individual students/year plus groups and classrooms in the areas of social, emotional and behavioural needs
Areas of Priority Every Voice Counts reflects parents, students and staff are open and
eager to receive more information regarding mental health and well-being
Standard processes need to be better implemented and evaluated regarding suicide intervention, non-violent crisis intervention, access to internal and external resources, and mental health prevention and promotion programming
Quality improvement is required to ensure what we are doing is making a difference in a safe, meaningful way that respects our Catholic values
Collaborate with achievement consultants to explore and embed mental health content in curriculum
Evaluating progress
IF…We work together to support student mental health and well-being across the tiers of intervention, in every school, in every classroom
THEN…We will build the social-emotional skills and resiliency of all learners
We will enhance mental health literacy and reduce stigma across our school communities
We will recognize when our students or peers are struggling with mental health problems and encourage them to seek appropriate help
And we will ensure the right level of support for at-risk and vulnerable students
THEN…We will enhance the well-being of our students
Adapted from Phase 2, SMH ASSIST Provincial Strategy (2017-2022)
Mental Health & Addictions Strategy Core Elements
3 Year Plan Organizational conditions are continually monitored and reflect school and board culture. Areas of focus for the next 3 years include: Standard Processes
Ensure consistency in how supports are accessed for students both internally and externally and how records are kept and shared -June 2018
Decision Support Tool to be utilized consistently when considering mental health initiatives/programming -June 2018
Collaboration Involvement of community partners to address the growing concerns in
student and staff mental health -June 2019
Continue and expand on collaborative work being done with curriculum -June 2020
Ongoing Quality Improvement Student feedback to be solicited in order to evaluate effectiveness of
mental health and well-being programming offered in schools -June 2019
Staff feedback to be solicited regarding effectiveness of professional learning opportunities -June 2018
1. Organizational Conditions
Mental Health Capacity Continuum: The right information, to the right people, in the right way, at the right time
3 Year Plan Mental Health Awareness: ALL -educators and support staff Create opportunities for all to learn about
Anxiety -June 2018
Self-regulation -June 2019
Trauma informed practices -June 2020
Restorative Practices -June 2020
Duty to Report -June 2018
Mental Health Literacy: SOME -select educators and support staff
Self-regulation skills to continue to be a focus among Special Education Resource Teachers -June 2018
Training on trauma informed practices for staff in identified schools with high levels of trauma and inter-generational trauma -June 2019
John Howard Society to provide staff training in identified schools with relationship difficulties and high peer conflict -June 2020
Friends for Life, FUN Friends, Mind UP to be shared with educators who identify a need in class -June 2018
St. Leonard’s Community Services to provide training on current community trends in substance use -June 2018
Diocese training supporting LGBT youth to be delivered to secondary school staff -June 2018
Mental Health Expertise: FEW -Student Support Services, Guidance, Chaplaincy, Student Success
InterRAI screening tool to be used by Student Support Services to identify and streamline access to support for those with clinical mental health needs -June 2018
BRISC (Brief Intervention for School Counsellors) guidelines to be shared with those who directly interact with students in a supportive role -June 2019
Indigenous Mental Health Capacity Building to be delivered to Secondary School Guidance Departments -June 2018
2. Educator Mental Health Capacity-Building
Decision Support Tool: Utilize to screen programs, speakers, etc
Evaluation measurements: Effectiveness and impact to be
measured via evaluation measurements
3 Year Plan Tier 1 Universal Mental Health Promotion: Good for ALL -June 2018
Continue with Roots of Empathy in designated schools
Continue with implementation of Zones of Regulation through support of Special Education Resource Teachers and Itinerant Self-Regulation teacher
Continue to enhance prayer practices for students through Christian Meditation
Jack Talks to begin in all secondary schools with future consideration to Jack Chapters
Restorative practices through John Howard Society to be implemented in select schools
TAMI (Talking About Mental Illness) through CMHA to be available to support secondary Health and Phys Ed classes
Mental Health and Addictions Champion pilot project to be considered through Public Health
Go Girls! Group- Big Brothers Big Sisters to be available to elementary schools
Continue to find opportunities to embed mental health content across curriculum i.e. English, Health Care
Tier 2 Targeted Prevention: Support for SOME -June 2019
FUN Friends, FRIENDS to be facilitated through Student Support Services for classrooms or groups of students challenged with anxiety
Mind UP, in partnership with Public Health and in consultation with Student Support Services to be facilitated in classrooms who have students who struggle with emotion regulation and getting focused
Problem Gambling Prevention Program through YMCA to be delivered to select schools
Tier 3 Indicated Intervention: Support for FEW -June 2020
BRISC (Brief Intervention for School Counsellors) to continue through Student Support Services for those seeking individual support
Continue to use MHANS (Mental Health and Addictions Nurses in Schools) and Children’s Mental Health Workers in Schools-ROKS (Reaching Out to Kids in Schools) for students requiring additional support in the home, school and community
Access to Tele-mental health services for students who require a psychiatric assessment
Dialectic Behaviour Therapy in-service to be delivered to ALERT teams through community partners
3. Implementaion of Mental Health Promotion and Prevention
Programming
Specific populations in our community who may require more or unique mental health and addictions support and services include:
Early Years Students
First Nations, Metis, Inuit Students
Students who identify as LGBT (Lesbian, Gay, Bisexual, Trans-sexual)
Students living in poverty, or rural areas
Newcomers to Canada
Non Attenders
3 Year Plan Early Years -June 2019
Explore opportunities with community partners (Public Health, Ontario Early Years Centre, Woodview, REACH) to support our youngest learners and their families in the areas of self-regulation, parenting and discipline
Attendance Counsellors to share information with parents about the importance of establishing routines in attendance in the early years
First Nations, Metis, Inuit Students -June 2018
Generate Memorandum of Understanding with Six Nations of the Grand River Child and Family Services in order to provide mental health services in schools to those who live on Reserve
Generate partnerships with agencies who serve First Nations students who live off- Reserve (Aboriginal Health Centre)
Indigenous community members and elders to be available to provide safe spaces and support for students in our schools
Generate Memorandum of Understanding with Six Nations Child Protection Services
Students who identify as LGBT -June 2019
Provide staff with training approved by Diocese in supporting students identifying as LGBT
Provide opportunities and safe spaces for (GSA’s) Gay-Straight Alliance groups to meet when requested
Increase access to community services for support
Students living in poverty or rural areas -June 2019
Provide opportunities for community partners to support mental health &/or food and clothing needs in our schools
Build capacity in educators, providing preferential option for the poor
Newcomers to Canada -June 2018
Include ESL staff representative on Board Mental Health Steering Committee
Share tools created by School Mental Health ASSIST, with ESL staff and educators supporting new students
Non Attenders -June 2019
Access community supports in order to engage students who have difficulty attending school (Wesley Urban Street Ministries, Mental Health & Addictions Nurses)
Create opportunities to generate interest for students to attend the school environment (i.e. focus on life skills)
4. Supporting Specific Populations
3 Year Plan Universal Mental Health Promotion
Clarify and communicate with community partners, the resources available at school and community levels -June 2018
Partner with Public Health as a key provider in mental health promotional programming in schools -June 2019
Support and enhance school well-being teams -June 2019
Promote Pastoral connections to chaplaincy as a resource to administrators -June 2020
Targeted Evidence-Based Prevention Student Support Services to provide classrooms or groups struggling with
anxiety with FRIENDS or Fun FRIENDS programming -June 2018
In partnership with Public Health Units, and in consultation with Student Support Services, Mind UP to be utilized as a resource to support students with emotion-regulation -June 2018
Engage parents of young children by providing community programming opportunities in schools -June 2020
Evidence-Based Clinical Intervention Work with lead children’s mental health agencies to explore areas of
need and address barriers to accessing treatment -June 2020
Student Support Services to be trained in InterRAI screening tool to aid in referral process to community agencies for students -June 2018
Student Support Services to increase utilization of BRISC (Brief Intervention for School Counsellors) tool with students -June 2018
Implement consistent information sharing between hospitals, schools and Student Support Services team -June 2019
Ensure internal tracking is being completed when supporting students at risk of suicide -June 2018
5. Promoting System Coordination
Mental Health Steering Committee Members 2016-17
Leslie Telfer/Michelle Shypula Superintendent of Education
Dianne Wdowczyk-Meade, Mental Health Lead
Bonnie McKinnon/Bill Chopp, Board Trustee
Bill Acres, Safe Schools
Charmaine Hanley, First Nation, Metis and Inuit Initiative
Lori Skye-LaForme, Indiginous Youth Mentor
Dale Petruka-Schoffro, Research MISA Lead
Carmen McDermid, Student Achievement Leader: Special Education
Terre Slaght, Principal of Continuing Education
John Nicholson, Secondary Vice-Principal
Kerri Chartrand, Student Achievement Leader: K-12
Keri Calvesbert, Student Achievement Consultant: Religion and Family Life
Connie McAllister, Early years
Melissa Connolly, Literacy: 7-12
Deborah King-Bonafacio, Human Resources
Tracy Austin, Manager of Communications and Public Relations
Paul Tratnyek, Faith Animator
Stephanie Haak- Safe Talk Trainer, Secondary School Mental Health Champion
Tim Wirag, Special Education Resource Teacher & Non Violent Crisis Intervention Trainer
Andrea Winger and Arden Smelser, Social Workers
Janet Ferris-Shaw, Cindy Miller and Becky Farrell, Child and Youth Workers
Jane Angus, CEO of Contact Brant
Karen Dickhout, Manager, Contact Haldimand-Norfolk